Formative observation of teaching: focusing peer assistance on teachers’ developmental goals

S Drew; L Phelan; K Lindsay; A Carbone; B Ross; K Wood; S Stoney; Caroline Cottman

doi:10.1080/02602938.2016.1209733

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Formative observation of teaching: focusing peer assistance on teachers’ developmental goals

Journal article

Peer reviewed

Formative observation of teaching: focusing peer assistance on teachers’ developmental goals

S Drew, L Phelan, K Lindsay, A Carbone, B Ross, K Wood, S Stoney and Caroline Cottman

Assessment & Evaluation in Higher Education, Vol.42(6), pp.914-929

2017

DOI: https://doi.org/10.1080/02602938.2016.1209733

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Abstract

goal-oriented observation

observation instruments

Peer Assisted Teaching Scheme

Peer observation of teaching

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers' observations with teachers' developmental goals. Analysis of observers' uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Details

Title: Formative observation of teaching: focusing peer assistance on teachers’ developmental goals
Authors: S Drew (Author) - University of Tasmania
L Phelan (Author) - University of Newcastle
K Lindsay (Author) - University of Newcastle
A Carbone (Author) - Monash University
B Ross (Author) - Monash University
K Wood (Author) - Griffith University
S Stoney (Author) - Edith Cowan University
Caroline Cottman (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: Assessment & Evaluation in Higher Education, Vol.42(6), pp.914-929
Publisher: Routledge
Date published: 2017
DOI: 10.1080/02602938.2016.1209733
ISSN: 0260-2938
Organisation Unit: Centre for Support and Advancement of Learning and Teaching; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451170502621
Output Type: Journal article

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